The research investigates the thoughts, needs, wishes and preferences of a pupil diagnosed with autism spectrum condition in regard to her daily experiences in a mainstream early years' setting, in a small Greek island. The purpose of this case study was to explore and provide an example of how the designing of the Individual Learning Plan could…

As the country quickly builds its efforts to enhance quality in early education and care classrooms, states are implementing Quality Rating and Improvement Systems (QRIS) to recognize and improve the quality of programs. QRIS also provides technical support and increased financial benefits for participating programs to attain higher levels of…

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory…

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over…

This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key…

Discusses a study of secondary education for slow learners. Includes discussion of program organization, identification of slow learners, teacher selection, and curriculum. (JOW)

Although teacher training institutions have made some adjustments in their programing to include special education courses for the nonspecialist, widespread changes are not in evidence. (LH)

A three phase study was conducted on the role of regular classroom teachers in implementing individualized education programs (IEPs) for mainstreamed special education students. IEPs in 20 elementary sites were reviewed in phase 1, 59 elementary teachers were surveyed in phase 2, and 16 of those surveyed participated in interviews in phase 3. Five…

The study examined 102 elementary regular-classroom teachers' attributions and instructional prescriptions for normal achieving, educationally handicapped, and educable mentally retarded pupils. (Author)

The document presents the final report of a comparative study to assess the services being provided to handicapped preschool children by Project Head Start and non-Head Start programs. This study is Phase I of a larger study of the process of mainstreaming handicapped children in Head Start programs. To facilitate an understanding of Phase I…

The English study monitored the first stages of an integration plan involving nine handicapped 12-year-old boys. The study pointed out the need for coordination between the special school and the special unit of the mainstreamed school and for an adequate curriculum for the students at the mainstreamed school. (PHR)

A redesigned preservice education curriculum, conceived to strengthen ties between special and regular elementary teachers, featured the extensive use of practicums and student teaching. A questionnaire was developed to secure external evaluation and validation of the program. The specific research objective was concerned with how members of the…

The paper presents results of a survey regarding the role of the teacher of emotionally disturbed (ED) children in reintegration of students into the regular classroom. The following concerns which were identified in the study are addressed: (1) objective means of determining readiness for reintegration; (2) clearly defined procedures; (3)…

Current trends in exceptional child education are discussed in relationship to the need for better inservice training (IT) to upgrade the readiness of regular teachers to include exceptional children in their classes. Noted are trends such as increasing numbers of exceptional children in regular classrooms, and fewer children institutionalized or…

Teachers' associations are discovering a grass roots reaction of concern, frustration, and resentment surfacing among regular classroom teachers over the way they say administrators are implementating PL 94-142. However, some help for teachers is on the way, through in-service training and new weighted class size formulas. (Author/SJL)